school renewal plan table of contents

School Renewal PlanTable of Contents

Signature Page 2

Assurances 4

Stakeholders 6

Waiver Requests 7

Needs Assessment Data 8

Executive Summary of Needs Assessment(Summary of Conclusions) 14

Performance Goals and Action Plans 15

Read to Succeed 17

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School Renewal Plan Cover Page

Renewal Plan for 5 Year Cycle: 2018/19 to 2022/23Upcoming School Year: 2019/20

School Name: Richland Northeast High

SIDN: 4002079

Plan Submission: School utilizesAdvancED

Grade Span: 9 To 12

District: Richland 02

Address 1: 7500 Brookfield Road

Address 2:

City: Columbia, SC

Zip Code: 29223

School Renewal Plan Contact Person: Vanessa Rhoden

School Plan Contact Phone: (803) 699-2800

School Plan E-mail Address: [email protected]

Required Signature PageThe school renewal plan, or annual update, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) (S.C.Code Ann. §59-139-10 et seq. (Supp. 2004)), the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §59-18-1300 et seq. (Supp. 2004)), and SBERegulation 43-261. The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School Improvement Council,and the School Read to Succeed Literacy Leadership team lead are affirmation of active participation of key stakeholders and alignment with Act 135 and EAArequirements.

Assurances for the School Renewal PlansThe assurance pages following this page have been completed and the district superintendent’s and school principal’s signature below attests that the school/districtcomplies with all applicable assurances requirements including ACT 135 assurance pages.

Required Printed Names and Signatures

Superintendent

Dr. Baron Davis Printed Name

______________________ Signature

____________ Date

Principal

Dr. Sabrina Suber Printed Name

______________________ Signature

____________ Date

Chairperson, District Board of Trustees

Amelia McKie Printed Name

______________________ Signature

____________ Date

Chairperson, School Improvement Council

Billy Singletary Printed Name

______________________ Signature

____________ Date

School Read To Succeed Literacy Leadership Team Lead

Dr. Sabrina Suber Printed Name

______________________ Signature

____________ Date

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Assurances for School Renewal Plan

Assurances checked below, along with the signature page signed by the superintendent and schoolprincipal, attest that the school complies with all applicable regulatory and statutory requirementslisted.

Early Childhood Development and Academic Assistance Act (Act 135) Assurances (S.C. Code Ann §59-139-10 et seq. (Supp. 2004))

N/A Academic Assistance, PreK–3The school makes special efforts to assist children in PreK–3 who demonstrate a needfor extra or alternative instructional attention (e.g., after-school homework helpcenters, individual tutoring, and group remediation).

Yes Academic Assistance, Grades 4–12The school makes special efforts to assist children in grades 4–12 who demonstrate aneed for extra or alternative instructional attention (e.g., after-school homework helpcenters, individual tutoring, and group remediation).

Yes Parent InvolvementThe school encourages and assists parents in becoming more involved in theirchildren’s education. Some examples of parental involvement initiatives includemaking special efforts to meet with parents at times more convenient for them;providing parents with their child’s individual test results and an interpretation of theresults; providing parents with information on the district’s curriculum and assessmentprogram; providing frequent, two way communication between home and school;providing parents an opportunity to participate on decision making groups; designatingspace in schools for parents to access educational resource materials; including parentinvolvement expectations as part of the principal’s and superintendent’s evaluations;and providing parents with information pertaining to expectations held for them by theschool system, such as ensuring attendance and punctuality of their children.

Yes Staff DevelopmentThe school provides staff development training for teachers and administrators in theteaching techniques and strategies needed to implement the school/district plan for theimprovement of student academic performance. The staff development programreflects requirements of Act 135, the EAA, and the National Staff DevelopmentCouncil’s revised Standards for Staff Development.

Yes TechnologyThe school integrates technology into professional development, curriculumdevelopment, and classroom instruction to improve teaching and learning.

Yes InnovationThe school uses innovation funds for innovative activities to improve student learningand accelerate the performance of all students.

Yes CollaborationThe school (regardless of the grades served) collaborates with health and humanservices agencies (e.g., county health departments, social services departments, mentalhealth departments, First Steps, and the family court system).

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Yes Developmental ScreeningThe school ensures that the young child receives all services necessary for growth anddevelopment. Instruments are used to assess physical, social, emotional, linguistic, andcognitive developmental levels. This program normally is appropriate at primary andelementary schools, although screening efforts could take place at any location.

No Half-Day Child DevelopmentThe school provides half-day child development programs for four-year-olds (somedistricts fund full-day programs). The programs usually function at primary andelementary schools. However, they may be housed at locations with other grade levelsor completely separate from schools.

N/A Developmentally Appropriate Curriculum for PreK–3The school ensures that the scope and sequence of the curriculum for PreK–3 areappropriate for the maturation levels of students. Instructional practices accommodateindividual differences in maturation level and take into account the student's social andcultural context.

Yes Parenting and Family LiteracyThe school provides a four component program that integrates all of the followingactivities: interactive literacy activities between parents and their children (InteractiveLiteracy Activities); training for parents regarding how to be the primary teachers fortheir children and how to be full partners in the education of their children (parentingskills for adults, parent education); parent literacy training that leads to economicself-sufficiency (adult education); and an age-appropriate education to prepare childrenfor success in school and life experiences (early childhood education). Family Literacyis not grade specific, but is generally most appropriate for parents of children at theprimary and elementary school levels and below as well as for secondary schoolstudents who are parents. Family Literacy program goals are to strengthen parentalinvolvement in the learning process of preschool children ages birth through fiveyears; to promote school readiness of preschool children; to offer parents specialopportunities to improve their literacy skills and education; to provide parents a chanceto recover from dropping out of school; and to identify potential developmental delaysin preschool children by offering developmental screening.

Yes RecruitmentThe district makes special and intensive efforts to recruit and give priority to servingthose parents or guardians of children, ages birth through five years, who areconsidered at-risk of school failure. “At-risk children are defined as those whoseschool readiness is jeopardized by any of, but not limited to, the following personal orfamily situation(s): parent without a high school graduation or equivalency, poverty,limited English proficiency, significant developmental delays, instability or inadequatebasic capacity within the home and/or family, poor health (physical, mental,emotional) and/or child abuse and neglect.

Yes Coordination of Act 135 Initiatives with Other Federal, State, and DistrictProgramsThe district ensures as much program effectiveness as possible by developing adistrict-wide/school-wide coordinated effort among all programs and funding. Act 135initiatives are coordinated with programs such as Head Start, First Steps, Title I, andprograms for students with disabilities.

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Stakeholder Involvement for School Renewal Plan

List the name of persons who were involved in the development of the School Renewal Plan.A participant for each numbered position is required.

Position Name

1. Principal Dr. Sabrina Suber

2. Teacher Ms. Edwina Hicklin

3. Parent/Guardian Ms. Wendy Bobadilla

4. Community Member Mr. Ron Huff

5. Paraprofessional Ms. Edwina Hicklin

6. School Improvement Council Member Mr. Billy Singletary

7. Read to Succeed Reading Coach Dr. Sabrina Suber

8. School Read To Succeed Literacy Leadership Team Lead Dr. Sabrina Suber

9. School Read To Succeed Literacy Leadership Team Member Dr. Joseph Watson

OTHERS (May include school board members, district or school administrators, students, PTO members, agencyrepresentatives, university partners, Head Start representatives, First Step representatives, etc.)** Must include the School Literacy Leadership Team for Read to Succeed

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District Requested Strategic/Renewal Plan Waiver

The State Board of Education has the authority to waive regulations pursuant to (SBE Regulation 43-261) (C) District and School Planning whichstates the following:

Upon request of a district board of trustees or its designee, the State Board of Education may waive any regulation that would impede theimplementation of an approved district strategic plan or school renewal plan.

All waivers must be requested in writing, signed by the local superintendent, and approved by the local school board prior to being sent to StateAccountability. Use the following link to obtain more information on the waiver process: http://ed.sc.gov/districts-schools/state-accountability/waiver-requests/

Not Applicable

District WavierRequested and Approved

Explain how the SBE Regulation would impede the implementation of an approved district strategic orschool renewal plan.

1. Extension for initialDistrict Strategic andSchool Renewal Plans(SBE Regulation 43-261) 2. Teachers teaching morethan 1500 minutes(SBE Regulation 43-205)

3. Teachers teaching morethan 4 preps(SBE Regulation 43-205)

4. High School Principalover two schools or gradesmore than 9-12 (SBE Regulation 43-205)

5. Other(Include the SBERegulation number to bewaived)

6. Other(Include the SBERegulation number to bewaived)

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http://ed.sc.gov/districts-schools/state-accountability/waiver-requests/

NEEDS ASSESSMENT DATA

Provide the link to your district’s most recent School Report Card:

https://screportcards.com/overview/?q=eT0yMDE4JnQ9SCZzaWQ9NDAwMjA3OQ

Directions: Provide additional district’s needs assessment data including both formative and summative assessments

used to gauge student learning. (Charts, graphs, or other formats of data may be used.)

End of Course Examination Course Examinations (EOCEP)

Tables 1.1 through 1.4 show the percent of students who received a passing score on the EOCEP English 1, Algebra 1,

Biology 1, and U.S. History and the Constitution tests for the 2015-2016 through 2017-2018 school years by subgroup.

Table 1.1: Percent of Student Who Received A Passing Score on the English 1 EOCEP by Subgroup

Subgroup 2015-2016 2016-2017 2017-2018

Count Percent Count Percent Count Percent

All Students 350 72.9 376 70.5 342 71.6

Ethnicity

American Indian or Alaska Native 0 -- 2 -- 0 --

Asian 8 -- 9 -- 7 --

Black or African American 227 69.6 251 66.9 225 67.1

Hispanic or Latino 49 65.3 55 69.1 53 71.7

Native Hawaiian or Other Pacific Islander 4 -- 3 -- 3 --

Two or More Races 6 -- 17 76.5 16 --

White 56 89.3 39 84.6 37 89.2

Gender

Male 182 78.0 184 75.5 181 76.8

Female 168 67.3 192 65.6 161 65.8

Disability

Disabled 41 34.1 68 25.0 50 30.0

Not Disabled 309 78.0 308 80.5 292 78.8

English Proficiency

Limited English Proficient 29 41.4 46 52.2 38 71.1

Not Limited English Proficient 321 75.7 330 73.0 304 71.7

Poverty

Students in Poverty 194 66.5 249 64.3 236 67.4

Not Students in Poverty 149 81.2 126 83.3 98 83.7

-- Data not reported for subgroups less than 10 students for 2015-2016 and 2016-2017, 20 students for 2017-2018.

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Table 1.2: Percent of Student Who Received A Passing Score on the Algebra 1 EOCEP by Subgroup

Subgroup 2015-2016 2016-2017 2017-2018


All Students 216 83.3 268 76.9 290 59.3

Ethnicity


Asian 4 -- 4 -- 3 --




Two or More Races 3 -- 6 -- 10 --

White 36 88.9 20 90.0 28 85.7

Gender

Male 102 90.2 142 78.2 141 65.2

Female 114 77.2 124 76.6 148 54.1

Disability

Disabled 16 56.2 42 45.2 55 18.2

Not Disabled 200 85.5 226 82.7 235 68.9

English Proficiency



Poverty




South Carolina College and Career Ready Standard for Algebra 1 changed in 2016-2017.

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Table 1.3: Percent of Student Who Received A Passing Score on the Biology 1 EOCEP by Subgroup

Subgroup 2015-2016 2016-2017 2017-2018


All Students 443 59.1 413 58.6 228 61.8

Ethnicity


Asian 7 -- 10 90.0 8 --




Two or More Races 8 -- 20 65.0 10 --

White 62 87.1 42 81.0 33 78.8

Gender

Male 231 59.3 211 61.1 120 65.8

Female 212 59.0 202 55.9 108 57.4

Disability

Disabled 56 26.8 69 21.7 35 5.7

Not Disabled 387 63.8 344 66.0 193 72.0

English Proficiency



Poverty




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Table 1.4: Percent of Student Who Received A Passing Score on the U.S. History and the Constitution EOCEP by

Subgroup

Subgroup 2015-2016 2016-2017 2017-2018


All Students 344 55.5 339 59.6 309 63.4

Ethnicity


Asian 8 -- 12 91.7 9 --




Two or More Races 5 -- 6 -- 9 --

White 47 93.6 35 88.6 47 93.6

Gender

Male 176 50.6 191 55.0 179 62.6

Female 168 60.7 147 66.0 129 65.1

Disability

Disabled 28 21.4 25 36.0 27 29.6

Not Disabled 316 58.5 314 61.5 282 66.7

English Proficiency



Poverty




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ACT

Table 2 shows the percent of students who scored “Ready” on the English, Mathematics, Reading, and Science ACT tests

for the 2015-2016 through 2017-2018 school years.

Table 2.1: Percent of Students Who Scored “Ready” on the ACT

Subject 2015-2016 2016-2017 2017-2018


English 354 28.0% 332 27.7% 184 36.4%

Mathematics 354 15.3% 332 10.5% 184 19.6%

Reading 354 21.8% 332 19.6% 184 27.2%

Science 354 13.8% 332 8.4% 184 13.6%

WorkKeys

Table 3 shows the percent of students who scored 3 or higher on the Applied Mathematics, Locating Information and

Reading For Information tests for the 2015-2016 through 2017-2018 school years.

Table 3: Percent of students who scored 3 or higher on the WorkKeys Applied Mathematics

Subject 2015-2016 2016-2017 2017-2018


Applied Mathematics 375 87.5% 329 81.8% 338 84.9%

Locating Information 375 93.6% 329 90.0% 338 87.0%

Reading for Information 375 97.1% 329 96.4% 338 78.7%

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School Climate

Table 4 shows the percent of teachers, students and parents who indicated they were satisfied learning environment, the

social and physical environment, and school-home relations on the 2015-2016 through 2017-2018 South Carolina

Department of Education School Climate surveys.

Table 4: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2016 through 2017-2018.

2015-2016 2016-2017 2017-2018


Satisfied with the Learning Environment

Teacher 100 84.0% 96 90.6% 102 88.3%

Student 278 63.3% 263 71.1% 247 69.2%

Parent 81 76.6% 105 82.8% 93 84.9%

Satisfied with the Social and Physical Environment

Teacher 100 88.9% 96 90.7% 102 89.2%

Student 278 74.5% 263 75.2% 247 75.8%

Parent 81 78.8% 105 76.7% 93 68.8%

Satisfied with the School-Home Relations

Teacher 100 73.0% 96 69.8% 102 72.5%

Student 278 76.6% 263 77.5% 247 77.0%

Parent 81 63.3% 105 55.4% 93 62.2%

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Executive Summary of Needs Assessment Data Findings

Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities for the plan. Thecomprehensive needs assessment must identify targeted areas of discrepancy between the desired performance levels and thecurrent status as indicated by available data. Any discrepancies in the following areas identified by the school and district reportcards must be included in the plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates, (4) attendance, (5)discipline, (6) teacher/administrator quality and professional growth, and (7) other priority areas.

Measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancyfound in the needs assessment in key areas reported in the district and school report cards.

State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/

Directions: In the appropriate boxes, use school data to identify areas in need of improvement. Required areas to be addressed:Student Achievement, Teacher/Administrator Quality, and School Climate.

Student AchievementHigh School (9 - 12)

1. According to EOCEP data from 2016 – 2017 to 2017 – 2018, our overall pass rate in English 1, Biology 1, and UnitedStates History and Constitution improved. English 1 increased by 1.1%, Biology 1 increased by 3.2% and UnitedStates History and Constitution increased by 3.8%. However, Algebra 1 scores decreased by 17.6%. AfricanAmerican, Hispanic, White, Limited English Proficient, and Students in Poverty showed an increase in English 1EOCEP. However, there was a decrease in Algebra 1 EOCEP for all subgroups.According to ACT data from 2016 – 2017 to 2017 – 2018, students “Ready” on the ACT increased in all areas.English increased by 8.7%, Math increased by 9.1%, Reading increased by 7.6% and Science increased by 5.2%.According to Workkeys data from 2016 – 2017 to 2017 – 2018, our students that scored 3 or higher increased inApplied Math by 3.1%. However, scores decreased in Locating Information by 3% and decreased in Reading forInformation by 17.7%.Based on data reviewed, we will continue our focus to improve Algebra 1 EOCEP scores and Workkeys scores;specifically in Locating Information and Reading for Information.

School Climate2. According to our School Climate data from 2015 – 2016 to 2017 – 2018, teachers, students and parents were satisfied

with the learning environment. Data in this area increased by 4.3% for teachers, 5.9% for students, and 8.3% forparents. Teachers and students were satisfied with the social and physical environment. Data in this area increased by.3% for teachers and 1.3% for students. However, data decreased for parents by 10%. Also, students were satisfiedwith the school-home relations. Data in this area increased by .4% for students. However, teachers and parentsindicated a decline in the satisfaction with school-home relations. There was a .5% decrease for teachers and a 1.1%decrease for parents.We must continue our focus in improving the social and physical environment at our school, as well as school-homerelations.

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http://ed.sc.gov/data/report-cards/state-report-cards/

Performance Goal

Performance Goal Area: Student Achievement *

Performance Goal:SMART goal must include:

WHO will do WHAT, as measured by HOWand WHEN.

Learning is the cornerstone on which all that we do in Richland School District Two is built. Inour innovative learning environment, all partners acquire knowledge and skills through qualityinstruction and engaging experiences. Character, Community and Joy help to support this keysquare.

Interim Performance Goal: Meet annual targets below.

Data Source(s)' AverageBaseline 2018/19 2019/20 2020/21 2021/22 2022/23

EOCEP English 1 48.8 Projected

Data: 51.2

53.6

56.1

58.5

60.9

Actual Data:

EOCEP Algebra 1 36.9 Projected

Data: 40.0

43.1

46.3

49.4

52.5

Actual Data:

EOCEP Biology 1 38.6 Projected

Data: 41.6

44.6

47.7

50.7

53.7

Actual Data:

EOCEP US History 41.7 Projected

Data: 44.5

47.4

50.2

53.1

55.9

Actual Data:

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Action Plan

Strategy #1: In order to meet our targets for each EOC course (English 1, Algebra 1, Biology 1, and US History), we willcontinue to assess our students each nine weeks using Benchmarks (via Mastery Connect).

Action Step(List the processes to fully

implement the strategy.Include professional

development, scientificallybased research, innovation

initiatives etc.)

TimelineStart/End

DatesPeople Responsible Estimated

CostFundingSource

Indicators ofImplementation

1. Increase EOC scores in Algebra 1, Biology1, English 1, and US History.

10/2019 -4/2020

API, EOC Teachers, Support LabTeachers, District Content Specialists,and Technology Learning Coach

N/A N/A Benchmark Data Results

Strategy #2: Lunch and Learn tutorial sessions will be implemented twice a week for EOC students.

Action StepTimelineStart/End

DatesPeople Responsible Estimated

CostFundingSource

Indicators ofImplementation

1. Increase EOC Scores in Algebra 1,Biology 1, English 1, and US History.

10/2019 -4/2020

API and EOC Teachers $3000 At Risk Funds Student attendance toLunch and Learn sessions

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South Carolina Department of Education Office of Early Learning and Literacy

Read to Succeed Middle and Secondary Exemplary Literacy Reflection Tool

A. This school documents and monitors the reading and writing assessment and instruction planned for all sixth through twelfth grade students and the interventions provided to all struggling readers who are not able to comprehend grade-level texts. Lenses of Assessment A Comprehensive System of Assessment

● Summative Assessment ● SC Ready, MAP, End of Course ● Formative Assessment

o Fountas and Pinnell, DRA, Dominie o Star Reading

● Data Teams o Collecting Data, Analyzing, Establishing Goals and Look-fors, Creating Action Plans

● Documentation of Data Rarely Sometimes Routinely Possible Sources of Evidence: A1. Teachers use a comprehensive formative assessment system.

□ □ □X Running Records, Reading/Writing/Researching Engagement Inventories, Reading Logs, Reading, Writing, Researching Notebooks, Anecdotal Notes, Sample Writings, Writing about Reading, Note-taking (Cornell Notes) Samples, KWL Charts, Graphic Organizers, Vocabulary, Transcribed Conversations, Data PLC, Benchmark Data Analysis, Grade Distribution, SLO Data, Internal Assessments, Extended Essays, Reading and Math Seminar, Whole School Total Points Grading System/Guidelines, Data Protocols

A2. Teachers make instructional decisions for students based on data.

□ □ □X

A3. Teachers work together in teams to collect and analyze data, establish goals and look-fors for students, and create action plans for students

□ □ □X

A4. Teachers collect and analyze data to determine targeted, effective in-class intervention.

□ □ □X

Richland Northeast Revised 4/23/2018 Page 1 of 30



(ACT, IB, AP, and EOC), Mastery Connect Assessments

B. This school provides supplemental instruction by teachers who have a literacy teacher add-on endorsement and is offered during the school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or both. Lenses of Assessment Assessing for Supplemental Instruction

● Reading Process ● Small Group and Individual

Rarely Sometimes Routinely Possible Sources of Evidence: B1. Teachers notice, teach, and prompt for use of strategic reading behaviors.

□ □ □x Anecdotal Notes from small group instruction and individual conference, schedules, goals with look-fors and action plans, lesson plans focused on teaching strategic reading behaviors. Active Reading Strategies (Think Alouds, Textual Reading Annotations), Lit Circles, Socrative Seminars, KWL Chart, Graphic Organizer, Vocabulary, Cornell Notes, MYP Projects, Reading and Math Seminar, Book Club, Tutoring, IEP Goals, Easy

B2. Teachers and students collaborate to set measurable short term goals aimed at growing students’ reading behaviors and make strategic plans outlining how these goals will be accomplished.

□ □x □

B3. Teachers provide targeted, effective in-class intervention which

□ □ □x




-must provide individual and small-group instruction; and -must be 30 minutes in addition to 90 minutes of daily reading and writing instruction.

CBM, Guided Reading and Shared Reading, Differentiated Instruction, Career Ready 101, Lunch and Learn

C. This school utilizes a system for helping parents understand how they can support the student as a reader at home. Lenses of Assessment Assessing for Family Support of Literacy Development Rarely Sometimes Routinely Possible Sources of Evidence: C1. Teachers provide opportunities for parent involvement with literacy development including parent workshops, parent conferences, and newsletters.

□ □ □X Agendas from parent workshops, Sign-in Sheets from parent meetings, Newsletters, Conference Summaries, Conference Schedules, Anecdotal Notes from conferences and phone calls, Latino Family Night, Parent Information Night, IB Information Night, CavCast Blogs, IGPs, Financial Literacy 101, Financial Aid Night, SAT/ACT Information Night




D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions about intervention based on all available data. Lenses of Assessment Assessing for Research-Based Instructional Practices:

● Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading Process, Time to read w/ conferring and using a system for collecting this data

● Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write w/conferring and using a system for collecting this data

● Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data ● Integration of Disciplinary Literacy ● Standards: South Carolina College and Career Ready Standards

Rarely Sometimes Routinely Possible Sources of Evidence: D1. Teachers ensure that instruction is short and focused so that students practice new behaviors and processes by reading and writing authentic texts for the majority of the instructional time.

□ □ □x Teacher Observations, Schedules, Lesson Plans, Tutoring, Lunch and Learn, Reading Seminar, Extended Essays, MYP Personal Projects, Guided Reading, Shared Reading/Writing, Journaling, Lab Reports

D2. Teachers monitor student engagement in reading and writing and use this data to confer with students.

□ □ □x

D3. Teachers use Shared Reading Experiences (literary texts and informational texts) and Shared Writing to scaffold student success and build fluency.

□ □ □x




D4. Teachers use shared writing experiences to scaffold student success and build fluency.

□ □ □x

D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions about intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:



● Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data ● Integration of Disciplinary Literacy ● Standards: South Carolina College and Career Ready Standards

Rarely Sometimes Routinely Possible Sources of Evidence: D5. Teachers teach, guide, and support students in how to independently use strategies to construct meaning and monitor deep understandings using challenging texts.

□ □ □x Teacher Observations, Schedules, Lesson Plans, Tutoring, Lunch and Learn, Lit Circles, Socrative Seminars, Read Alouds, Small Group Reading Instruction, Think Pair Share, Guided Reading, Shared Reading, Active Reading Strategies, Lab Research Reports, Graphic Organizers, Current Events

D6. Teachers facilitate interactions so that students are productively and actively engaged in constructing meaning by reading, writing, listening, speaking, and inquiring.

□ □ □x

D7. Teachers provide opportunities for students to develop deep conceptual

□ □ □x




knowledge in a discipline by using the habits of reading, writing, talking, and thinking, which that discipline values and uses. (McConachie et.al, 2006)

D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions about intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:



● Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data

● Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K

Rarely Sometimes Routinely D8. Teachers use the South Carolina College and Career Ready Standards when planning instruction.

□ □ □x




E. This school ensures that students are provided with wide selections of texts over a wide range of genres and written on a wide range of reading levels to match the reading levels of students. Lenses of Assessment Assessing for Reading Engagement:

● Student Choice ● Large blocks of time to read, write, and research ● Access to numerous books and other nontraditional forms of texts (audio books, eBooks, etc.) in the classroom that reflect a variety of

genre Rarely Sometimes Routinely Possible Sources of Evidence: E1. Teachers provide students choice in what they read, write, and research.

□ □ □x Student Engagement Inventories, Schedules, Book Inventories, Photographs of Classroom Libraries, MYP Personal Projects, Extended Essays, Book Club, Reading Seminar, Writing and Reading Conferences, Classroom Library

E2. The teachers monitor reading and writing engagement and use that data to conference with students when needed to increase reading and writing volume.

□ □ □x

E3. Teachers reflect on and eliminate activities that interfere with text reading and writing.

□ □ □x E4. Teachers establish and directly teach routines and procedures, so that students know what to do in order to maximize time.

□ □ □x

E5. Teachers ensure there are ample texts (both informational and literary) and other materials available in their classrooms.

□ □ □x




F. This school provides teacher and administrator training in reading and writing instruction. Lenses of Assessment Assessing for Professional Development

● Literacy Competencies for Middle and Secondary Teachers ● Literacy Competencies for Administrators ● South Carolina College and Career Ready Standards ● Standards for Professional Learning

Rarely Sometimes Routinely Possible Sources of Evidence: F1. Teachers participate in professional learning opportunities based on data through

o Study groups o Collaboration with

school coach o Book clubs o Teacher action research o Collaborative planning o Peer coaching

□ □ □x Agendas, Sign-in Sheets, Professional Reading Logs, Written Reflections of Practice and New Learning, Coaches’ Schedules, Action Research Notes, Lesson Plans, PLCs, Critical Friends Groups, PEP Meetings (Department, IB/Magnet, IT), Faculty Meetings, Classroom Observations, Academic Conversations, Professional Development Conferences

F2. Administrators participate in professional learning opportunities within and outside the school based on personal needs and/or school-wide data:

o Study groups o Collaboration with

school coach o Book Clubs

□ □ □x




G. This school develops strategically planned partnerships with county libraries, state and local arts organizations, volunteers, social service organizations, community partners and school media specialists to promote reading and writing. Lenses of Assessment Assessing for Literacy Partnerships Rarely Sometimes Routinely Possible Sources of Evidence: G1. Teachers and/or schools participate in strategically planned and developed partnerships in order to promote reading and writing.

● County libraries are used to increase the volume of reading in the community over the summer

● State and local arts organizations

● Volunteers ● Social service

organizations ● School media

specialists

□ □ □x Sign-in Logs, Plans for the Partnerships, Acknowledgement of the Partnerships, Documentation of Actions, Record of Programs Libraries Offer, Classroom Guest Speakers, PCA Magnet guest artists, CATE guests, SAFE Federal Credit Union Partnership, Valentines for Vets, Career Day, College & Career Classroom Guidance, SIC (Student Engagement Committee), College Campus Visits, EdOP College Fair, RNE Students Visit Elementary Schools to Read, USC Partnership, Financial Literacy 101, CAS

G2. Specific actions are taken to foster partnerships. □ □ □x




H. This school embeds practices reflective of an exemplary literacy-rich environment. Lenses of Assessment Assessing for Inquiry-based Learning:

● Immersion, Investigation, Coalescing, Going Public ● Read Aloud/Shared Reading ● Independent reading, writing, researching ● South Carolina College and Career Ready Standards for Inquiry ● Profile of the South Carolina Graduate

Rarely Sometimes Routinely Possible Sources of Evidence: H1. Teachers use predictable structures (Immersion, Investigation, Coalescing, and Going Public) so that students construct knowledge by reading and writing authentic texts for a majority of the instructional time.

□ □ □x Lesson Plans Referencing the Inquiry Standards, Examples of Student Research Projects, Student artifacts from research, MYP Personal Projects, Extended Essays, Internal Assessments, CAS, RNE Students Visit Elementary Schools to Read

H2. Teachers integrate content-specific reading, writing, and researching into ELA in order to provide the authentic experiences to become more proficient

□ □ □x




researchers and readers and writers. H3. Teachers provide large blocks of time for instruction and practice in order for students to sustain work on reading, writing, and researching.

x 90 min. block bell schedule, Reading & Math Seminars

H4. Teachers ensure texts and materials are organized and easily accessible by students.

□ □ □x Online textbooks, Google Classroom, Classroom Library & Textbooks, Book Club

H5. Teachers ensure texts and other materials are appropriate for the readers and writers in their classrooms.

□ □ □x Online textbooks, Google Classroom , Media Center / Classroom Library & Textbooks, Book Club

H6. Teachers prominently display artifacts reflective of student learning.

□ □ □X Student Work on Walls/Hallways




Analysis of Data Strengths Possibilities for Growth

● Teacher Collaboration (PLCs, Department PEP) ● Authentic and Appropriate Academic Texts ● Teacher review of Data using Data Protocol

● Targeted PD on specific literacy strategies ● Increase parent and community participation to Information

Nights ● Increase student attendance for Lunch and Learn




Goals and Action Steps Based on Analysis of Data Goal #1: By June 2020, a minimum of 5 professional development opportunities will target specific literacy strategies to support instructional classroom practices in all disciplines.

Action Steps: 1. Provide PD on literacy strategies (via personalized learning) during

planning blocks, PEP, and faculty meetings 2. AVID strategies implementation with students of AVID Site Team

members (eventually moving school-wide) 3. PD in developing assessments using higher level DOK questions 4. Data Protocols ( ACT, IB, AP, EOC) with Action Steps

(Development of Smart Goals)

Goal #2: By June 2020, RNHS will increase parent and community participation by 10%.

Action Steps: 1. Continue to invite parents and the community to Information Nights

via EdConnect, newsletters, blogs, and other social media outlets 2. Implement Parent University 101 3. Implement Parent Surveys

Goal #3: By April 2020, increase student attendance to Lunch and Learn by 10%.

Action Steps: 1. Revise the student selection criteria for Lunch and Learn 2. Require parents to attend a Lunch and Learn meeting. 3. Provide incentives to students for participating in Lunch and Learn 4. Implement Teacher, Student, and Parent Surveys




References McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006, October). Task, text, and talk. Educational Leadership, 64(2),8-14.


school renewal plan table of contents

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